The Argument Essay.

The Argument Essay

Difference Between Issue and Argument Task!
What are the differences??

Issue Essay deals with your ability to present an argument with your views, you ability to convince the reader to agree to your point of view.

the Argument Essay tests your ability to pick apart an argument written by another author, you ability to effectively critique the argument by providing proof

understand analyze evaluate
Argument Task understand analyze evaluate The Analyze an Argument task assesses your ability to understand, analyze, and evaluate arguments according to specific instructions and to clearly convey your evaluation in writing. The task consists of a brief passage in which the author makes a case for some course of action or interpretation of events by presenting claims backed by reasons and evidence. The purposes of the task are to see how well equipped you are to insightfully evaluate an argument written by someone else and to effectively communicate your evaluation in writing to an academic audience. Your audience consists of GRE readers carefully trained to apply the scoring criteria Analyze an Argument is a critical thinking task requiring a written response. Consequently, the analytical skills displayed in your evaluation carry great weight in determining your score; however, the clarity with which you convey ideas is also important to your overall score.

Tasks passage presents an argument the argument is flawed
pool of tasks Each Argument topic consists of a passage that presents an argument followed by specific task instructions that tell you how to analyze the argument. The wording of some topics in the test might vary slightly from what is presented here. Also, because there may be multiple versions of some topics with similar or identical wording but with different task instructions, it is very important to read your test topic and its specific task directions carefully and respond to the wording as it appears in the actual test. Your task is to discuss the logical soundness of the author's case by critically examining the line of reasoning and the use of evidence, and, in doing so, to demonstrate the critical thinking, perceptive reading and analytical writing skills that university faculty consider important for success in graduate school. This task requires you to read the argument and instructions carefully. You might want to read the argument more than once and make brief notes about points you want to develop more fully in your response. Since the Argument task is meant to assess analytical writing and informal reasoning skills that you have developed throughout your education, it has been designed neither to require any specific course of study nor to advantage students with a particular type of training.

In surveys, Mason City residents rank water sports (swimming, boating and fishing) among their favorite recreational activities. The Mason River flowing through the city is rarely used for these pursuits, however, and the city park department devotes little of its budget to maintaining riverside recreational facilities. For years there have been complaints from residents about the quality of the river's water and the river's smell. In response, the state has recently announced plans to clean up Mason River. Use of the river for water sports is therefore sure to increase. The city government should for that reason devote more money in this year's budget to riverside recreational facilities. This argument cites a survey to support the prediction that the use of the Mason River is sure to increase and thus recommends that the city government should devote more money in this year's budget to the riverside recreational facilities. In developing your evaluation, you are asked to examine the argument's stated and/or unstated assumptions and discuss what the implications are if the assumptions prove unwarranted. A successful response must discuss both the argument's assumptions AND the implications of these assumptions for the argument. A response that does not address both parts of the task may not receive a 5 or 6. Though responses may well raise other points, some assumptions of the argument, and some ways in which the argument depends on those assumptions, include: The assumption that people who rank water sports "among their favorite recreational activities" are actually likely to participate in them. (It is possible that they just like to watch them.) This assumption underlies the claim that use of the river for water sports is sure to increase after the state cleans up the Mason River and that the city should for that reason devote more money to riverside recreational facilities. The assumption that what residents say in surveys can be taken at face value. (It is possible that survey results exaggerate the interest in water sports.) This assumption underlies the claim that use of the river for water sports is sure to increase after the state cleans up the Mason River and that the city should for that reason devote more money to riverside recreational facilities. The assumption that Mason City residents would actually want to do water sports in the Mason River. (As recreational activities, it is possible that water sports are regarded as pursuits for vacations and weekends away from the city.) This assumption underlies the claim that use of the river for water sports is sure to increase after the state cleans up the Mason River and that the city should for that reason devote more money to riverside recreational facilities. The assumption that the park department's devoting little of its budget to maintaining riverside recreational facilities means that these facilities are inadequately maintained. This assumption underlies the claim that the city should devote more money in this year's budget to riverside recreational facilities. If current facilities are adequately maintained, then increased funding might not be needed even if recreational use of the river does increase. The assumption that the riverside recreational facilities are facilities designed for people who participate in water sports and not some other recreational pursuit. This assumption underlies the claim that the city should devote more money in this year's budget to riverside recreational facilities. The assumption that the dirtiness of the river is the cause of its being little used and that cleaning up the river will be sufficient to increase recreational use of the river. (Residents might have complained about the water quality and smell even if they had no desire to boat, swim or fish in the river.) This assumption underlies the claim that the state's plan to clean up the river will result in increased use of the river for water sports. The assumption that the complaints about the river are numerous and significant. This assumption motivates the state's plan to clean up the river and underlies the claim that use of the river for water sports is sure to increase. (Perhaps the complaints are coming from a very small minority; in which case cleaning the river might be a misuse of state funds.) The assumption that the state's clean-up will occur soon enough to require adjustments to this year's budget. This assumption underlies the claim that the city should devote more money in this year's budget to riverside recreational facilities. The assumption that the clean-up, when it happens, will benefit those parts of the river accessible from the city's facilities. This assumption underlies the claim that the city should devote more money to riverside recreational facilities. The assumption that the city government ought to devote more attention to maintaining a recreational facility if demand for that facility increases. The assumption that the city should finance the new project and not some other agency or group (public or private). Should any of the above assumptions prove unwarranted, the implications are: that the logic of the argument falls apart or is invalid or is unsound that the state and city are spending their funds unnecessarily Write a response in which you examine the stated and/or unstated assumptions of the argument. Be sure to explain how the argument depends on the assumptions and what the implications are if the assumptions prove unwarranted.

Instructions very specific instructions given
read and follow carefully eight sets of instructions The task will be followed by a set of instructions. It is important that you address the argument according to the specific instructions. You may be asked for ways to strengthen an argument, find alternative explanations for an argument, discuss questions to be asked about the argument, discuss evidence needed to evaluate the argument and so on. All instructions will ask you to work with the basic parts of an argument in some way. No matter what, you must be prepared to identify the parts of an argument, different types of argument, and how they all work. P 126 Crash Course

Write a response in which you examine the stated and/or unstated assumptions of the argument. Be sure to explain how the argument depends on the assumptions and what the implications are if the assumptions prove unwarranted. This argument cites a survey to support the prediction that the use of the Mason River is sure to increase and thus recommends that the city government should devote more money in this year's budget to the riverside recreational facilities. In developing your evaluation, you are asked to examine the argument's stated and/or unstated assumptions and discuss what the implications are if the assumptions prove unwarranted. A successful response must discuss both the argument's assumptions AND the implications of these assumptions for the argument. A response that does not address both parts of the task may not receive a 5 or 6. Though responses may well raise other points, some assumptions of the argument, and some ways in which the argument depends on those assumptions, include: The assumption that people who rank water sports "among their favorite recreational activities" are actually likely to participate in them. (It is possible that they just like to watch them.) This assumption underlies the claim that use of the river for water sports is sure to increase after the state cleans up the Mason River and that the city should for that reason devote more money to riverside recreational facilities. The assumption that what residents say in surveys can be taken at face value. (It is possible that survey results exaggerate the interest in water sports.) This assumption underlies the claim that use of the river for water sports is sure to increase after the state cleans up the Mason River and that the city should for that reason devote more money to riverside recreational facilities. The assumption that Mason City residents would actually want to do water sports in the Mason River. (As recreational activities, it is possible that water sports are regarded as pursuits for vacations and weekends away from the city.) This assumption underlies the claim that use of the river for water sports is sure to increase after the state cleans up the Mason River and that the city should for that reason devote more money to riverside recreational facilities. The assumption that the park department's devoting little of its budget to maintaining riverside recreational facilities means that these facilities are inadequately maintained. This assumption underlies the claim that the city should devote more money in this year's budget to riverside recreational facilities. If current facilities are adequately maintained, then increased funding might not be needed even if recreational use of the river does increase. The assumption that the riverside recreational facilities are facilities designed for people who participate in water sports and not some other recreational pursuit. This assumption underlies the claim that the city should devote more money in this year's budget to riverside recreational facilities. The assumption that the dirtiness of the river is the cause of its being little used and that cleaning up the river will be sufficient to increase recreational use of the river. (Residents might have complained about the water quality and smell even if they had no desire to boat, swim or fish in the river.) This assumption underlies the claim that the state's plan to clean up the river will result in increased use of the river for water sports. The assumption that the complaints about the river are numerous and significant. This assumption motivates the state's plan to clean up the river and underlies the claim that use of the river for water sports is sure to increase. (Perhaps the complaints are coming from a very small minority; in which case cleaning the river might be a misuse of state funds.) The assumption that the state's clean-up will occur soon enough to require adjustments to this year's budget. This assumption underlies the claim that the city should devote more money in this year's budget to riverside recreational facilities. The assumption that the clean-up, when it happens, will benefit those parts of the river accessible from the city's facilities. This assumption underlies the claim that the city should devote more money to riverside recreational facilities. The assumption that the city government ought to devote more attention to maintaining a recreational facility if demand for that facility increases. The assumption that the city should finance the new project and not some other agency or group (public or private). Should any of the above assumptions prove unwarranted, the implications are: that the logic of the argument falls apart or is invalid or is unsound that the state and city are spending their funds unnecessarily

Types of Arguments Causal A causes B
assumes cause and effect relationship example: Employee turnover is up because salaries are down P 127 Crash Course there are some arguments that you will see frequently. Once you identify the type of argument being made, finding the assumption is easy. A causal argument assumes a cause and effect relationship between two events. . Ex. Employee turnover is up because salaries are down. The conclusion is that lower salaries caused employee turnover. To weaken a causal argument, you need to point out other potential causes for an strengthen a causal argument, you need to know that other potential causes are unlikely

Types of Arguments Sampling or Statistical A = A, B, C
group represents population example: Nine out of ten doctors surveyed prefer a particular medication P 127 Crash Course These arguments assume that a particular group represents an entire population. Ex. 9 out of 10 doctors prefer a certain brand of chewing gum. The conclusion is that 90% of all doctors prefer this brand of chewing gum. To weaken this argument, you need to show that that the people in the group survey do not represent the whole population. To strengthen the argument, you need to show that the sample population is, in fact, representative of the whole.

Types of Arguments Analogy A = B group traits transfer to others
example: Football players prefer brand X cleats, so soccer players should, also Analogy argument’s claim that what is true for one group is also true for another. Ex. Football players like a particular brand of cleats, so soccer players should also. The conclusion is that soccer players should like this brand of cleats since football players do. The main assumption is that soccer players should like the same thing as football players. To weaken analogy arguments you need to show that the two groups are not analogous to one another. To strengthen the argument, you need to show that these two groups are quite similar to each other.

Tips for Answering break down the argument the conclusion the premises
Assumptions Use the sketch pad. (see module 3) P 126 Crash Course You are free to organize and develop your response in any way you think will effectively communicate your evaluation of the argument. Your response may, but need not, incorporate particular writing strategies learned in English composition or writing-intensive college courses. GRE® readers will not be looking for a particular developmental strategy or mode of writing. In fact, when GRE readers are trained, they review hundreds of Argument responses that, although highly diverse in content and form, display similar levels of critical thinking and analytical writing.

Ask Yourself what is offered as evidence? what is explicitly stated?
what is assumed? what is not stated? how is the argument structured? In reading the argument, ask yourself: what is offered as evidence, support or proof what is explicitly stated, claimed or concluded what is assumed or supposed, perhaps without justification or proof what is not stated, but necessarily follows from what is stated In addition, you should consider the structure of the argument — the way in which these elements are linked together to form a line of reasoning; i.e., you should recognize the separate, sometimes implicit steps in the thinking process and consider whether the movement from each step to the next is logically sound. In tracing this line, look for transition words and phrases that suggest the author is attempting to make a logical connection (e.g., however, thus, therefore, evidently, hence, in conclusion).

What Not to Do discuss truth of statement
agree or disagree with statement express personal views on subject An important part of performing well on the Argument task is remembering what you are not being asked to do: You are not being asked to discuss whether the statements in the argument are true or accurate; instead, you are being asked whether conclusions and inferences are validly drawn from the statements. You are not being asked to agree or disagree with the position stated; instead, you are being asked to comment on the thinking that underlies the position stated. You are not being asked to express your own views on the subject being discussed (as you were in the Issue task); instead, you are being asked to evaluate the logical soundness of an argument of another writer and, in doing so, to demonstrate the critical thinking, perceptive reading, and analytical writing skills that university faculty consider important for success in graduate school.

Crafting the Essay Thinking identify conclusion
identify premises it is based upon note type of reasoning note flaws with reasoning Overall process is similar to Issue Task. You need to identify and address the weaknesses in the argument. Use the language of arguments—identify conclusions, sampling arguments, assumptions, premises, etc, as such. Begin by identifying the conclusion and then the major premises upon which it is based. For each premise note the type of reasoning employed and the flaws associated with that type of reasoning. P Crash Course

Structure of the Argument Essay
Each argument has three main components that you are analyzing The Conclusion The Premises. These answer the “why?” the author takes a position. Ask yourself “why” before looking at the author’s reasons and identify where there are holes. The Assumptions that the author uses (non-verbal) to build their case. Find these assumptions and describe how the conclusion depends on these assumptions. The argument has three important components to watch for. The conclusion sums up the argument and is trying to convince you of something. The conclusion will be obvious and is often followed by a key word or phrase such as, “in conclusion,” or “therefore.” Once you know what the author is trying to convince you of, you can think about the premises that support that conclusion. Think of your own premises you would use to support the conclusion and why you would use them. Then read the author’s premises and look for flaws. Finally, and maybe most importantly, look for the assumptions the author makes. These will not be stated, obviously (they are assumptions) and decide on how the author’s conclusion is based on these assumptions. We’ll cover this more, but organizing your critique in this way will give you stuff to work with on your scratch pad.

Using the Scratch Pad Use the scratch pad the same way you do for issue task. Set aside an area to label “conclusion,” “premises,” and “assumptions.” Take a moment to think through these components. Start making notes on your scratch pad based on this organization.

The author’s conclusion is X…
The biggest flaw is y…. The conclusion is based on the assumption that c is the same as d. Is that a true assumption? What if c wasn’t like d and more like f? Even if c is like d, does the author take into account p. What happens if p is around? My conclusion is that this is a flawed argument, (then re-iterate the points you just made).

Crafting the Essay Organizing author’s conclusion is z (Intro)
rank premises by size of flaws conclusion P Crash Course Rank the premises by the magnitude of their flaws. Start with the most egregious and work your way down. Your outline will look something like this: The author’s conclusion is Z. It is faulty; more research/information is needed before the suggested action is taken. The first and biggest flaw is premise y. It is possibly true, but rests upon the following assumptions. Can we make these assumptions? Are there alternative assumptions? Premise x draws an analogy between these two groups and assumes they are interchangeable. Can we make this assumption? What about alternative assumptions? Even if we assume x to be true, there is also w, which is a sampling argument. The author has not only proven the sample to be representative but also points out that this may not be the case. In conclusion, this argument is incomplete and rests upon too many questionable assumptions. To improve this argument, the author needs to show a, b, and c before more money is budgeted for ……. With your outline complete, your essay is all but written. Remember that the GRE readers are looking at numerous essays, so feel free to have some fun and be creative with your ideas and writing. You might want to use examples to help illustrate an important point in your evaluation or move your discussion forward. However, remember that it is your critical thinking and analytical writing that is being assessed, not your ability to come up with examples. What matters is not the form your response takes, but how insightfully you evaluate the argument and how articulately you communicate your evaluation to academic readers within the context of the task.

Practice write from task pool disregard time limit at first
read sample essays/responses consult scoring guide get feedback ScoreItNow!™ Online Writing Practice Service allows you to use web based essay practice. ETS provides “Sample Essay Responses and Reader Commentary for the Argument Task (See links in Module 6).” 1. An excellent way to prepare for the "Analyze an Argument" task is to practice writing on some of the published Argument topics. There is no one way to practice that is best for everyone. Some prefer to start practicing without adhering to the 30-minute time limit. If you follow this approach, take all the time you need to evaluate the argument. Regardless of the approach you take, consider the following steps: Carefully read the argument and the specific instructions — you might want to read them more than once. Identify as many of the argument's claims, conclusions and underlying assumptions as possible and evaluate their quality. Think of as many alternative explanations and counterexamples as you can. Think of what specific additional evidence might weaken or lend support to the claims. Ask yourself what changes in the argument would make the reasoning more sound. Write down each of these thoughts. When you've gone as far as you can with your evaluation, look over the notes and put them in a good order for discussion (perhaps by numbering them). Then write an evaluation according to the specific instructions by fully developing each point that is relevant to those instructions. Even if you choose not to write a full essay response, you should find it helpful to practice evaluating a few of the arguments and sketching out your responses. When you become quicker and more confident, you should practice writing some Argument responses within the 30-minute time limit so that you will have a good sense of how to pace yourself in the actual test. For example, you will not want to discuss one point so exhaustively or to provide so many equivalent examples that you run out of time to make your other main points. 2. To get a clearer idea of how GRE readers apply the Argument scoring criteria to actual essays, you should review scored sample Argument essay responses and reader commentary. The sample responses, particularly at 5 and 6 score levels, will show you a variety of successful strategies for organizing and developing an insightful evaluation. The reader commentary discusses specific aspects of analytical writing, such as: cogency of ideas; development and support; organization; syntactic variety; and facility with language. The commentary points out aspects that are particularly effective and insightful as well as any that detract from the overall effectiveness of the responses. 3. You might want to get feedback on your response(s) from a writing instructor, philosophy teacher or someone who emphasizes critical thinking in his or her course. It can also be informative to trade papers on the same topic with fellow students and discuss each other's responses in terms of the scoring guide. Focus not so much on the "right scores" as on seeing how the responses meet or miss the performance standards for each score point and what you need to do to improve.

The Argument Essay.

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The Argument Essay.

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